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Ping Xiang
Ping Xiang
Professor of Physical Education Pedagogy, Texas A&M University
Verified email at tamu.edu
Title
Cited by
Cited by
Year
Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review
N Zeng, M Ayyub, H Sun, X Wen, P Xiang, Z Gao
BioMed research international 2017, 2017
5222017
Achievement goals, social goals, and students’ reported persistence and effort in high school physical education
J Guan, P Xiang, R McBride, A Bruene
Journal of Teaching in Physical Education 25 (1), 58-74, 2006
3292006
Children's motivation in elementary physical education: An expectancy-value model of achievement choice
P Xiang, R McBride, J Guan, M Solmon
Research quarterly for exercise and sport 74 (1), 25-35, 2003
2742003
Video game–based exercise, Latino Children's physical health, and academic achievement
Z Gao, P Hannan, P Xiang, DF Stodden, VE Valdez
American journal of preventive medicine 44 (3), S240-S246, 2013
2132013
The impact of a field-based elementary physical education methods course on preservice classroom teachers’ beliefs
P Xiang, S Lowy, R McBride
Journal of teaching in physical education 21 (2), 145-161, 2002
2102002
Fourth-grade students' motivational changes in an elementary physical education running program
P Xiang, RE McBride, A Bruene
Research Quarterly for Exercise and Sport 77 (2), 195-207, 2006
1982006
Children's motivation in elementary physical education: A longitudinal study
P Xiang, R McBride, J Guan
Research Quarterly for exercise and Sport 75 (1), 71-80, 2004
1972004
Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors
P Xiang, A Lee
Research Quarterly for Exercise and Sport 73 (1), 58-65, 2002
1922002
Fourth graders' motivation in an elementary physical education running program
P Xiang, RE McBride, A Bruene
The Elementary School Journal 104 (3), 253-266, 2004
1542004
Children’s conceptions of ability in physical education
AM Lee, JA Carter, P Xiang
Journal of teaching in physical education 14 (4), 384-393, 1995
1521995
Dispositions toward critical thinking: The preservice teacher's perspective
RE Mcbride, P Xiang, D Wittenburg
Teachers and teaching 8 (1), 29-40, 2002
1462002
The development of self-perceptions of ability and achievement goals and their relations in physical education
P Xiang, A Lee
Research Quarterly for Exercise and Sport 69 (3), 231-241, 1998
1341998
An analysis of research on student health-related fitness knowledge in K–16 physical education programs
XD Keating, L Harrison, L Chen, P Xiang, D Lambdin, B Dauenhauer, ...
Journal of Teaching in Physical Education 28 (3), 333-349, 2009
1332009
Relatedness need satisfaction, intrinsic motivation, and engagement in secondary school physical education
P Xiang, B Agbuga, J Liu, RE McBride
Journal of Teaching in Physical Education 36 (3), 340-352, 2017
1202017
Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework
B Agbuga, P Xiang
Journal of Teaching in Physical Education 27 (2), 179-191, 2008
1112008
An analysis of preservice teachers' dispositions toward critical thinking: A cross-cultural perspective
RE McBride, P Xiang, D Wittenburg, J Shen
Asia-Pacific Journal of Teacher Education 30 (2), 131-140, 2002
1012002
Using achievement goal theory to assess an elementary physical education running program
P Xiang, A Bruene, RE McBride
Journal of School Health 74 (6), 220-225, 2004
882004
Self-efficacy and outcome expectancy in beginning weight training class: Their relations to students' behavioral intention and actual behavior
Z Gao, P Xiang, AM Lee, L Harrison Jr
Research Quarterly for Exercise and Sport 79 (1), 92-100, 2008
812008
College students’ motivation toward weight training: An application of expectancy-value model
Z Gao, P Xiang
Journal of Teaching in Physical Education 27 (3), 399-415, 2008
752008
Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese students
P Xiang, A Lee, J Shen
Contemporary Educational Psychology 26 (3), 348-365, 2001
752001
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